REVISED GRID FOR MICRO LEVEL APPROACH

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Sibyl Patrick
6 years ago
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1 Cover sheet Country: Germany Sector: Level: Bank EQF Level: X IT NQF Level: _6 Institution (private/state): Name of the study program : Duration (in years/months): Credits Carl von Ossietzky Universität Oldenburg, Germany (public university) B.Sc. in Computing Science 3 years 180 1

2 1) State of play/ macro level (please provide a short résumé of the macro level grid (1/2 1 page), how could the situation in your country be summarized concerning qualifications at Level 5 &6, what is the national context, (what is considered to be HE, how could the learning culture be characterized, etc.) Level 5 is in general not offered at a university in Germany. There are institution which work closely with the universities called Berufsakademien which are not part of the university. Also some private universities offer programmes level 5 as part of their continuing education programme. In my case studies, I will give an example of level 5 in the area IT in the area of a Berufsakademie. In banking it will be a private university offering level 5 in the frame of continuing education. The interesting aspect is the way the learning outcomes of level 5 are considered and recognized for level 6 to shorten the study time for the students. 2) Short presentation of the institution and the selected program (please provide a short summary about the institution and the background of the selected program you are presenting (origin and history of the selected program, accreditation and building process,etc, core elements of the organisational structure (e-learning, specific modules in the evening, weekend, assessment procedures, etc..) The B.Sc. in Computing Science is a regular undergraduate programme in the university. The IT department offers these B.Sc in Computing Science, M.Sc. In Embedded Systems and Microrobotics and M.Sc. in Computing Science programmes. When the IT programmes in the university started, there was one degree, the Diplom. The Diplom is equivalent to a Master. Because of the Bologna Process the structure of study programmes had to be changed in Germany. All programmes have to be accredited. The third cycle are PhDs. The B.Sc. is a full-time study programme. 2

3 3) Access regulations/ recognition of prior learning or prior experiential learning Please describe in full detail Who are the target groups for these programs (traditional students/adults) What access conditions exist (explaining regulations/procedures/agreements with other institutions, also for case by case practices, role of involved ministries, etc.) Standards for validation of prior/experiential learning The students get assessed depending on their Abitur (school diploma). These are the traditional students. In Lower Saxony there are specific entry requirements for those, who have attained special knowledge in their working experience (Z-Prüfung). RPL procedure. Students who have a degree from the Berufsakademie can enter the programme and finish the B.Sc. in one year. Some modules of the Berufsakademie are recognized. At the moment, there is a special programme for migrants to enter the B.Sc. This is a model project in which the IT competences of migrants are evaluated and depending on their knowledge, are advised to take certain modules of the regular programme with the goal to finish the B.Sc. in a shorter time. This programme has just started. 4) Relationships with employers and institutions Please provide detailed information about contributions of companies in programs, equipment, finances participation of professionals in normal courses, together with academics university courses combined with periods in companies, apprenticeship The viewpoint of the employers regarding the described programs (e.g. how is the level of acceptance, attractiveness of the program/the graduates, preferences of certain levels, etc.) The involvement of companies in the regular programmes of the university concerning equipment and finances are not foreseen. The state is responsible for the equipment. Nevertheless, quite a number of professors apply for third-party money especially in the research area. The regular student profits from this as well. Since some years, students have to pay fees which are obliged to be invested in the improvement of teaching. 3

4 The academic staff of the department usually has close connections to IT companies and therefore, a good knowledge of the practice outside of the university. Quite a number of lecturers out of the practice are teaching in IT (Lehraufträge). There is no obligation of an internship. Often Bachelor theses are written in close connection problems out of companies. The development of the curricula is closely orientated to the need of the labour market. The employability of the students has always been a key issue. The feedback from companies shows that the programme has been very successful. 5) Current situation regarding learning outcomes (please describe to which extent and how the presented program is based upon the principals of learning outcomes, meaning the three descriptors of EQF (knowledge, skills and personal and professional competences) and/or how much the design of the program is representing the content based approach) The accreditation process demands clear definitions of learning outcomes in the three categories of knowledge, skills and personal and professional competences. The design of the curriculum is orientated around the student and his / her learning outcomes. 6) Links between the subsystems (vocational, general and higher education) Please describe Which kind of links and bridges exist between the different subsystems? Links and bridges existing with other qualifications for access to the programme and for continuity after completion of the programme Are these links and bridges negotiated? Are they only a form of recognition? Are these links and bridges included in a strategy or just happening? What are the obstacles (institutional, legal, pedagogical, cultural, and technical?) Links have already been described in number 3. The policy of RPL is very much discussed in Germany. In this context, the key question is the question of access to the programme without the Abitur. As already shown, there are certain ways in Lower Saxony. The responsibility of Higher Education is in the responsibility of each state and not the responsibility of the central government. Entry requirements in Oldenburg depend on the policy of Lower Saxony. 4

5 The second key question is the question of recognition of prior learning in the programme itself. The general line is that up to 50% can be recognised (Conference of the Cultural Ministers of the Länder in Germany, KMK, Agreement). The way how this can be transferred into the practice in the universities, is still being discussed very much. It depends on the individual programme in how far they agree to this recognition. Especially in the area of individual recognition, there are still a lot of problems. Institutional recognition can be easier as seen in the case of the Berufsakademie. In general, up to now, recognition of prior learning lies within the university s power. 7) General reflexive section Please state What were the challenges in obtaining all necessary information for the case study? What are your prepositions and recommendations? What hasn t been said? Details concerning the programme can be accessed on the University website: When I interviewed the responsible academic on this subject, the programme was just in the process of being re-accredited. The website offers the latest details and information. The cooperation between the Berufsakademie and the Faculty is quite close. Most of the academic teachers come from the University. As long as there are enough students for the Berufsakademie and the University, there will be little competition. Though of course the students of the Berufsakademie receive money from their company and have closer contact to industry. Our university students study under the same conditions as all students. Thank you! 5

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